The Role of Textbooks in a Language Program
|
|
- Evan Knight
- 7 years ago
- Views:
Transcription
1 The Role of Textbooks in a Language Program Jack C. Richards Textbooks are a key component in most language programs. In some situations they serve as the basis for much of the language input learners receive and the language practice that occurs in the classroom. They may provide the basis for the content of the lessons, the balance of skills taught and the kinds of language practice the students take part in. In other situations, the textbook may serve primarily to supplement the teacher s instruction. For learners, the textbook may provide the major source of contact they have with the language apart from input provided by the teacher. In the case of inexperienced teachers textbooks may also serve as a form of teacher training they provide ideas on how to plan and teach lessons as well as formats that teachers can use. Much of the language teaching that occurs throughout the world today could not take place without the extensive use of commercial textbooks. Learning how to use and adapt textbooks is hence an important part of a teacher s professional knowledge. Advantages and limitations of textbooks The use of commercial textbooks in teaching has both advantages and disadvantages, depending on how they are used and the contexts for their use. Among the principal advantages are: 1. They provide structure and a syllabus for a program. Without textbooks a program may have no central core and learners may not receive a syllabus that has been systematically planned and developed. 2. They help standardize instruction. The use of a textbook in a program can ensure that the students in different classes receive similar content and therefore can be tested in the same way. 3. They maintain quality. If a well developed textbook is used students are exposed to materials that have been tried and tested, that are based on sound learning principles, and that are paced appropriately. 4. They provide a variety of learning resources. Textbooks are often accompanied by workbooks, CDs and cassettes, videos, CD ROMs, and comprehensive teaching guides, providing a rich and varied resource for teachers and learners. 5. They are efficient. They save teachers time, enabling teachers to devote time to teaching rather than material s production. 1
2 6. They can provide effective language models and input. Textbooks can provide support for teachers whose first language is not English and who may not be able to generate accurate language input on their own. 7. They can train teachers. If teachers have limited teaching experience, a textbook together with the teacher s manual can serve as a medium of initial teacher training. 8. They are visually appealing. Commercial textbooks usually have high standards of design and production and hence are appealing to learners and teachers. However there are also potential negative effects. For example: 1. They may contain inauthentic language: Textbooks sometimes present inauthentic language since texts, dialogs and other aspects of content tend to be specially written to incorporate teaching points and are often not representative of real language use. 2. They may distort content. Textbooks often present an idealized view of the world or fail to represent real issues. In order to make textbooks acceptable in many different contexts controversial topics are avoided and instead an idealized white middle-class view of the world is portrayed as the norm. 3. They may not reflect students needs. Since textbooks are often written for global markets they often do not reflect the interests and needs of students and hence may require adaptation. 4. They can deskill teachers. If teachers use textbooks as the primary source of their teaching leaving the textbook and teacher s manual to make the major instructional decisions for them the teacher s role can become reduced to that of a technician whose primarily function is to present materials prepared by others. 5. They are expensive Commercial textbooks may represent a financial burden for students in many parts of the world. Both the benefits and limitations of the use of textbooks needs to be considered, and if the textbooks that are being used in a program are judged to have some negative consequences, remedial action should be taken, e.g. by adapting or supplementing books or by providing appropriate guidance and support for teachers in how to use them appropriately. Evaluating Textbooks With such an array of commercial textbooks and other kinds of instructional materials to choose from teachers and others responsible for choosing materials need to be able to make informed judgments about textbooks and teaching materials. Evaluation however can only be done by considering something in relation to its purpose. A book may be ideal in one situation because it matches the needs of that situation perfectly. It has just the right amount of material for the program, it is easy to teach, it can be used with little preparation by inexperienced teachers, and it has an equal coverage of grammar and the four skills. However the same book in a different situation may turn out to be quite unsuitable. It contains too little material; it is not sufficiently challenging for 2
3 teacher and students, and has elements in it (such as a grammar syllabus) that is not needed in the program. Before one can evaluate a textbook, therefore, information is needed on the following issues: 1. The role of the textbook in the program! Is there a well developed curriculum which describes the objectives, syllabus and content of the program or will this be determined by the textbook?! Will the book or textbook series provide the core of the program, or is it one of several different books that will be used?! Will it be used with small classes or large ones?! Will learners be expected to buy a workbook as well or should the textbook provide all the practice students need? 2. The teachers in the program! How experienced are the teachers in the program and what is their level of training?! Are they native speakers of English? If not, how well do they speak English?! Do teachers tend to follow the textbook closely or do they use the book simply as a resource?! Do teachers play a part in selecting the books they teach from?! Are teachers free to adapt and supplement the book? 3. The learners in the program! Is each student required to buy a book?! What do learners typically expect in a textbook?! Will they use the book in class and at home?! How will they use the book in class? Is it the primary source of classroom activities?! How much are they prepared to pay for a book? It is also necessary to realize that no commercial textbook will ever be a perfect fit for a language program. Two factors are involved in the development of commercial textbooks: those representing the interests of the author, and those representing the interests of the publisher. The author is generally concerned to produce a text that teachers will find innovative, creative, relevant to their learners needs, and that they will enjoy teaching from. The author is generally hopeful that the book will be successful and make a financial profit since a large investment of the author s personal time and effort is involved. The publisher is primarily motivated by financial success. However, in order to achieve a profit, publishers generally recognize that a book must have qualities of excellence that will distinguish it from its competitors. At the same time, the publisher will try to satisfy teachers expectations as to what a textbook at a certain level should contain. For example, if an introductory ESL textbook does not include the present continuous in the first level of the book, teachers may feel that it is defective and not wish to use it. In an attempt to make an author s manuscript usable in as large a market as possible, the publisher often has to change it substantially. Some of these changes are necessitated by the fact that teachers with very different levels of experience, training, and teaching skill might be using the book. Exercises should have explicit goals, procedures for using activities should be obvious and uncomplicated, and teachers should not have to spend much time working out how to use the material. In addition, content that would not be welcome in particular markets may have to be removed. As a consequence, much of the flavour and creativity of the author s original manuscript may disappear. In using textbooks, therefore, teachers invariably have to put back some of the creativity that may have been lost in the process of textbook publication. 3
4 Criteria for Textbook Evaluation Cunningsworth (1995) proposes four criteria for evaluating textbooks, particularly coursebooks: 1. They should correspond to learner s needs. They should match the aims and objectives of the language-learning program. 2. They should reflect the uses (present or future) which learners will make of the language. Textbooks should be chosen that will help equip students to use language effectively for their own purposes. 3. They should take account of students needs as learners and should facilitate their learning processes, without dogmatically imposing a rigid method. 4. They should have a clear role as a support for learning. Like teachers, they mediate between the target language and the learner. The type of evaluation a textbook receives, however, will also reflect the concerns of the evaluator. One teacher may look at a book in terms of its usability. The teacher is primarily interested in whether the book works easily in her class, can be used flexibly, and could easily be adapted. Another teacher may look at a book much more critically in terms of its theoretical orientation and approach. If it is a book that teaches conversation skills what theory of conversation is it based on? What kind of syllabus is it based on and what is the validity of the activities it makes use of? Two teachers evaluating a writing text may likewise look at it from very different perspectives. One may subscribe to a process-oriented view of writing and look for activities that practice such processes as generating ideas, drafting, reviewing, revising, and editing. Another may be more concerned to see that adequate treatment is given to different conventions for organizing different kinds of texts, such as narrative writing, expository writing, and descriptive writing. In any language program therefore it is unlikely that a published checklist can be used without adaptation as a basis for evaluating and choosing textbooks. Based on the factors in each situation questions specific to that situation need to be generated around the main issues involved in textbook evaluation and selection:! program factors questions relating to concerns of the program! teacher factors questions relating to teacher concerns! learner factors questions relating to learner concerns! content factors questions relating to the content and organization of the material in the book! pedagogical factors questions relating to the principles underlying the materials and the pedagogical design of the materials, including choice of activities and exercise types Adapting Textbooks Commercial textbooks can seldom be used without some form of adaptation to make them more suitable for the particular context in which they will be used. This adaptation may take a variety of forms. 1. Modifying content Content may need to be changed because it does not suit the target learners, perhaps because of factors related to the learners age, gender, social class, occupation, religion or cultural background. 2. Adding or deleting content The book may contain too much or too little for the program. Whole units may have to be dropped, or perhaps sections of units throughout the book omitted. 4
5 For example a course may focus primarily on listening and speaking skills and hence writing activities in the book will be omitted. 3. Reorganizing content A teacher may decide to reorganize the syllabus of the book, and arrange the units in what she considers a more suitable order. Or within a unit the teacher may decide not to follow the sequence of activities in the unit but to reorder them for a particular reason. 4. Addressing omissions The text may omit items that the teacher feels are important. For example a teacher may add vocabulary activities or grammar activities to a unit. 5. Modifying tasks Exercises and activities may need to be changed to give them an additional focus. For example a listening activity that focuses only on listening for information is adapted so that students listen a second or third time for a different purpose. Or an activity may be extended to provide opportunities for more personalized practice. 6. Extending tasks Exercises may contain insufficient practice and additional practice tasks may need to be added. The ability to be able to adapt commercial textbooks in these ways is an essential skill for teachers to develop. Through the process of adaptation the teacher personalizes the text making it a better teaching resource as well as individualizes it for a particular group of learners. Normally this process takes place gradually as the teacher becomes more familiar with the book since the dimensions of the text which need adaptation may not be apparent until the book is tried out in the classroom. When a number of teachers in a program are teaching from the same textbook it is useful to build in opportunities for teachers to share information about the forms of adaptation they are making. Monitoring the Use of Materials No matter what form of materials teachers make use of, whether they teach from textbooks, institutional materials, or teacher-prepared materials, they represent plans for teaching. They do not represent the process of teaching itself. As teachers use materials, they adapt and transform them to suit the needs of particular groups of learners and their own teaching styles. These processes of transformation are at the heart of teaching and enable good teachers to create effective lessons out of the resources they make use of. It is useful therefore to collect information on how teachers use course books and other teaching materials in their teaching. The information collected can serve the following purposes.! To document effective ways of using materials! To provide feedback on how materials work! To keep a record of additions, deletions, and supplementary materials teachers may have used with the materials! To assist other teachers in using the materials 5
6 Monitoring may take the following forms: 1. Observation Classroom visits to see how teachers use textbooks and to find out how materials influence the quality of teaching and interaction that occurs in a lesson. 2. Feedback sessions Group meetings in which teachers discuss their experience with textbooks. 3. Written reports The use of reflection sheets or other forms of written feedback in which teachers make brief notes about what worked well, what didn t work well, or give suggestions on using the materials. 4. Reviews Written reviews by a teacher or group of teachers on their experiences with a set of materials and what they liked or disliked about them. 5. Students reviews Comments from students on their experience with the materials Conclusions Despite the impact of new technologies, textbooks will doubtless continue to play an important role in language teaching and provide a useful resource for both teachers and learners. Good textbooks serve to turn the guidelines in the official government syllabus into a rich source of content, texts, and activities that would be beyond the capacities of most teachers to develop on their own. The use of textbooks should not be seen as reflecting a deficiency on the part of the teacher, any more than the use of computer-based materials would be so regarded. Textbooks should be regarded as one of the many resources teachers can draw upon in creating effective lessons, but teachers need training and experience in adapting and modifying textbooks as well as in using authentic materials and in creating their own teaching materials. Reading List Cunningsworth, A Choosing Your Coursebook. Oxford: Heinemann. Jack C. Richards is an Adjunct Professor at SEAMEO RELC. His most recent book is Curriculum Development in Language Teaching (Cambridge 2001). 6
Teaching English 11. Materials design. Nancy Grimm Michael Meyer Laurenz Volkmann
Teaching English 11. Materials design Nancy Grimm Michael Meyer Laurenz Volkmann 0. Table of contents 1. Curricula and textbooks 1.1 Curriculum design 1.2 The textbook: friend or foe? 2. Designing effective
More informationDistance Learning Study-ESL-at Home
Distance Learning Study-ESL-at Home Student Name: Fremont Adult School Student Orientation Handbook Summer 2012 Contact: Sharon Ram Distance Learning Facilitator sram@fremont.k12.ca.us (510) 793-2240 0
More informationTeaching Framework. Competency statements
Framework Competency statements CE/3007c/4Y09 UCLES 2014 Cambridge English Framework Competency statements Introduction The following stage descriptions are intended to be representative of a specific
More informationROLES AND RESPONSIBILITIES The roles and responsibilities expected of teachers at each classification level are specified in the Victorian Government
ROLES AND RESPONSIBILITIES The roles and responsibilities expected of teachers at each classification level are specified in the Victorian Government Schools Agreement 2004: Leading teacher Leading teachers
More informationTESOL Standards for P-12 ESOL Teacher Education 2010. 1 = Unacceptable 2 = Acceptable 3 = Target
TESOL Standards for P-12 ESOL Teacher Education 2010 1 = Unacceptable 2 = Acceptable 3 = Target Standard 1. Language: Candidates know, understand, and use the major theories and research related to the
More informationFrench Language and Culture. Curriculum Framework 2011 2012
AP French Language and Culture Curriculum Framework 2011 2012 Contents (click on a topic to jump to that page) Introduction... 3 Structure of the Curriculum Framework...4 Learning Objectives and Achievement
More informationA Retrospective Evaluation of a ELT Coursebook for a. Korean University Conversation Course. Sarah Jones
A Retrospective Evaluation of a ELT Coursebook for a Korean University Conversation Course Sarah Jones MA TESOL / TEFL Module 3 March, 2009 4,369 words SM/08/03 Make a detailed evaluation of a coursebook
More informationUsing Direct Instruction Programs as Intervention Programs in Grades K 3
Using Direct Instruction Programs as Intervention Programs in Grades K 3 Direct Instruction News Volume 5, Number 2 Summer 2005 Introduction This article is about the use of Direct Instruction as an intervention
More informationNote-Taking Skills. Overview: This lesson adds to the learners note-taking skills. This is a
xxx Lesson 14 Note-Taking Skills Overview: This lesson adds to the learners note-taking skills. This is a lesson that can be repeated on Tuesday of Week Three or can be taught in two segments. Learners
More informationThe Impact of Using Technology in Teaching English as a Second Language
English Language and Literature Studies; Vol. 3, No. 1; 2013 ISSN 1925-4768 E-ISSN 1925-4776 Published by Canadian Center of Science and Education The Impact of Using Technology in Teaching English as
More informationRubrics for Assessing Student Writing, Listening, and Speaking High School
Rubrics for Assessing Student Writing, Listening, and Speaking High School Copyright by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein
More informationTHE TOUCHSTONE SERIES BY MICHAEL MCCARTHY, JEANNE MCCARTEN AND HELEN SANDIFORD
50 THE TOUCHSTONE SERIES BY MICHAEL MCCARTHY, JEANNE MCCARTEN AND HELEN SANDIFORD Reviewed by Anne Lazaraton With the ongoing emphasis on authenticity in L2 teaching and learning, it is a welcome development
More informationRibby with Wrea Endowed C.E. Primary School. Modern Foreign Languages Policy
Ribby with Wrea Endowed C.E. Primary School Modern Foreign Languages Policy Gill Metherell Updated: January 2011 Review Date: January 2012 Introduction Our teaching of a Modern Foreign Language (MFL) is
More informationBefore you begin to adapt your course for online learning, consider the following questions:
Course Analysis Worksheet 1 Introduction How your online students use your course materials significantly impacts how they learn your materials. It is important that you use a clear, consistent approach
More informationPoetry Kids Online Learning Environment
Poetry Kids OLE 1 Poetry Kids Online Learning Environment by Penny Reed Instructional Technology Master Program Dr. I-Chun Tsai Strategies for On-line Learning 5100:639 Descriptive Paper Summer II 2009
More informationHow do the principles of adult learning apply to English language learners?
Beginning to Work with Adult English Language Learners: Some Considerations MaryAnn Cunningham Florez and Miriam Burt National Center for ESL Literacy Education (NCLE) October 2001 This article discusses
More informationLearning and Teaching
B E S T PRACTICES NEA RESEARCH BRIEF Learning and Teaching July 2006 This brief outlines nine leading research-based concepts that have served as a foundation for education reform. It compares existing
More informationINTRODUCING LANGUAGE TEACHER COGNITION
INTRODUCING LANGUAGE TEACHER COGNITION Simon Borg, Centre for Language Education Research, School of Education, University of Leeds The Origins of Teacher Cognition Research Teacher cognition research
More informationPre-service Performance Assessment Professional Standards for Teachers: See 603 CMR 7.08
Please use this assessment in conjunction with the for Teachers guidelines: the rating scale; evaluation questions relating to the standards; and the license-specific questions per standard (b)2c. Candidates
More informationHighlights of the Program
Welcome to the first edition of Ponto de Encontro: Portuguese as a World Language! This program provides an ample, flexible, communication-oriented framework for use in the beginning and intermediate Portuguese
More informationTeacher Development Workshop ACCOUNTING GRADE 11
Teacher Development Workshop ACCOUNTING GRADE 11 CONTENTS PAGE CONTENTS PAGE... 2 PROGRAMME OF ASSESSMENT FOR GRADE 11... 4 EXAMINATION REQUIREMENTS FOR GRADE 11... 5 TEACHING ACCOUNTING GRADE 11... 6
More informationTHE DESIGN AND CREATION OF AN ELECTRONIC LANGUAGE LEARNING ENVIRONMENT FOR GREEK AS FOREIGN/SECOND LANGUAGE
THE DESIGN AND CREATION OF AN ELECTRONIC LANGUAGE LEARNING ENVIRONMENT FOR GREEK AS FOREIGN/SECOND LANGUAGE Giannis Spantidakis University of Crete Vasilia Kourtis-Kazoullis University of the Aegean ispantid@edc.uoc.gr;
More informationCompleted Formal Classroom Observation Form
Completed Formal Classroom Observation Form (Once participants have filled in and discussed the blank Formal Classroom Observation Form, facilitators should hand out copies of this completed form) August
More information..., (Data Driven Learning).
Guideline for Pre-Service Teachers.... look see, (Data Driven Learning). Both teachers and learners can use corpus linguistics in various ways within the classroom. A teacher might collect a set of student
More informationCartooning and Animation MS. Middle School
Cartooning and Animation Middle School Course Title Cartooning and Animation MS Course Abbreviation CART/ANIM MS Course Code Number 200603 Special Notes General Art is a prerequisite, or department permission
More informationCan you answer Milly s question and tell her why? Jot down your answers on a note pad, then check the answer key below.
When you have to write a lesson plan is it sometimes difficult to write down your aims? This lesson will give you ideas on how to write better aims when you need to. Task 1 Milly s dilemma. Milly is asking
More informationENGLISH LANGUAGE. A Guide to co-teaching The OCR A and AS level English Language Specifications. A LEVEL Teacher Guide. www.ocr.org.
Qualification Accredited Oxford Cambridge and RSA A LEVEL Teacher Guide ENGLISH LANGUAGE H470 For first teaching in 2015 A Guide to co-teaching The OCR A and AS level English Language Specifications Version
More informationAll instructional materials are online; there are no videos or workbooks to purchase.
What is U.S.A. Learns? U.S.A. Learns is a free Web site funded by the U.S. Department of Education to support immigrants who want to learn or improve their English skills as they become part of American
More informationInformation for teachers about online TOEIC Listening and Reading practice tests from
oxford english testing.com Information for teachers about online TOEIC Listening and Reading practice tests from www.oxford english testing.com oxford english testing.com What do the online TOEIC Listening
More informationEffective Sheltered Instruction Strategies
Effective Sheltered Instruction Strategies Presented by: Campos Language Education Network, LLC Adelita Campos Acosta Alicia Parra www.camposlanguageeducationnetwork.com info@camposlanguageeducationnetwork.com
More informationELL Considerations for Common Core-Aligned Tasks in English Language Arts
ELL Considerations for Common Core-Aligned Tasks in English Language Arts A substantial body of research clearly indicates that utilizing specific instructional modifications as well as targeted pedagogical
More informationML111 Introduction to Public Speaking
ML111 Introduction to Public Speaking Programmed Syllabus Course Lecturer: Haddon W. Robinson, Ph.D. Harold John Ockenga Distinguished Professor of Preaching Gordon-Conwell Theological Seminary Course
More informationCreating an Objective-based Syllabus. Danielle Mihram, Director Center for Excellence in Teaching University of Southern California
Creating an Objective-based Syllabus Danielle Mihram, Director Center for Excellence in Teaching University of Southern California FREQUENTLY ASKED QUESTIONS What constitutes a good syllabus? What are
More informationThe Effect of Explicit Feedback on the Use of Language Learning Strategies: The Role of Instruction
Yıl/Year: 2013 Cilt/Volume: 2 Sayı/Issue: 5 Sayfalar/Pages: 1-12 The Effect of Explicit Feedback on the Use of Language Learning Strategies: The Role of Instruction Mohammad Rahi Islamic Azad University,
More informationAmerican Literature, Quarter 1, Unit 2 of 3 The Puritan Tradition and The Crucible. Overview. (1 day = 50-55 minutes)
American Literature, Quarter 1, Unit 2 of 3 The Puritan Tradition and The Crucible Overall days: 16 (1 day = 50-55 minutes) Overview Purpose This unit will focus on the beliefs of early American Puritans
More informationDisrupting Class How disruptive innovation will change the way the world learns
Disrupting Class How disruptive innovation will change the way the world learns Clayton Christensen, Michael B Horn Curtis W Johnson Mc Graw Hill, 2008 Introduction This book is about how to reform the
More informationCOMPUTER TECHNOLOGY IN TEACHING READING
Лю Пэн COMPUTER TECHNOLOGY IN TEACHING READING Effective Elementary Reading Program Effective approach must contain the following five components: 1. Phonemic awareness instruction to help children learn
More informationMaster of Health Sciences (MHS) Program Review Recommendations
Master of Health Sciences (MHS) Program Review Recommendations The MHS program review was conducted in March of 2015. The review team consisted of 2 internal (Dr. Pat Morse and Dr. John Sherlock) and 2
More informationNarrative Literature Response Letters Grade Three
Ohio Standards Connection Writing Applications Benchmark A Write narrative accounts that develop character, setting and plot. Indicator: 1 Write stories that sequence events and include descriptive details
More informationIB learner profile booklet. Diploma Programme, Middle Years Programme and Primary Years Programme
Diploma Programme, Middle Years Programme and Primary Years Programme International Baccalaureate Organization Buenos Aires Cardiff Geneva New York Singapore Published March 2006 International Baccalaureate
More informationAncient Greek with Thrasymachus: A Web Site for Learning Ancient Greek
Alison Barker Ancient Greek with Thrasymachus: A Web Site for Learning Ancient Greek Alison Barker St. Paul s School ABSTRACT This project began as an attempt by two teachers of Ancient Greek to provide
More informationDeveloping Classroom Speaking Activities; From Theory to Practice
Developing Classroom Speaking Activities; From Theory to Practice Jack C Richards The mastery of speaking skills in English is a priority for many second or foreign language learners. Learners consequently
More informationVirginia English Standards of Learning Grade 8
A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation
More informationCheck My Writing Kindergarten
Ohio Standards Connection Writing Processes Benchmark F Apply tools to judge the quality of writing. Benchmark D Use revision strategies and resources to improve ideas and content, organization, word choice
More informationTeaching Methodology Modules. Teaching Skills Modules
3.3 Clarendon Park, Clumber Avenue, Nottingham, NG5 1DW, United Kingdom Tel: +44 115 969 2424. Fax: +44 115 962 1452. www.ilsenglish.com. Email: frances@ilsenglish.com Teacher Development Modules for Teachers
More informationWeb Design Introductory Concepts Techniques 3E
Kentucky Department of Education - Consumer Guide for Practical Living, Career Studies, and Career and Technical Education Web Design Introductory Concepts Techniques 3E Cengage Learning, Inc. BASAL ISBN
More informationLanguage, Learning, and Content Instruction
CHAPTER 2 Language, Learning, and Content Instruction WHAT DO YOU KNOW WHEN YOU KNOW A LANGUAGE? Have you ever thought about what you know when you know a language? Most people s first reaction is to say,
More informationEstudios de lingüística inglesa aplicada
171 Brian Tomlinson Estudios de lingüística inglesa aplicada KEY CONCEPTS IN APPLIED LINGUISTICS / CONCEPTOS CLAVE DE LA LINGÜÍSTICA APLICADA KEY ISSUES IN EFL COURSEBOOKS Brian Tomlinson Anaheim University,
More informationZ E S Z Y T Y N A U K O W E WYśSZEJ SZKOŁY PEDAGOGICZNEJ W RZESZOWIE SERIA FILOLOGICZNA ZESZYT 42/2001 STUDIA ANGLICA RESOVIENSIA 2
Z E S Z Y T Y N A U K O W E WYśSZEJ SZKOŁY PEDAGOGICZNEJ W RZESZOWIE SERIA FILOLOGICZNA ZESZYT 42/2001 STUDIA ANGLICA RESOVIENSIA 2 Jerzy ZABAWA CRITERIA FOR FCE TEXTBOOK EVALUATION: AN ATTEMPT AT QUESTIONNAIRE
More informationLanguage Program Venn Diagram. Chris Giblin ESL 503. University of Phoenix
Language Program 1 Running head: LANGUAGE PROGRAM Language Program Venn Diagram Chris Giblin ESL 503 University of Phoenix Language Program 2 INTRODUCTION There are many ways to effectively and efficiently
More informationThe Cambridge Program. For Board Examination System Schools
The Cambridge Program For Board Examination System Schools BES Lower Division BES Upper Division We are part of the University of Cambridge We are the world s largest provider of international education
More informationMFL Policy 2014. Policy confirmed by the Governing Body of Our Lady Immaculate Roman Catholic Primary School on: Date: 23.9.14
MFL Policy 2014 Policy confirmed by the Governing Body of Our Lady Immaculate Roman Catholic Primary School on: Date: 23.9.14 Signature: (Chair of Governors) To be reviewed on: Rationale for Teaching Languages
More informationA Writer s Workshop: Working in the Middle from Jennifer Alex, NNWP Consultant
Structure of a Workshop: A Writer s Workshop: Working in the Middle from Jennifer Alex, NNWP Consultant For the last four years, writing and reading workshops have been the foundation of my classroom practice.
More informationTASIS England Summer School. TASIS English Language Program (TELP) Description of Levels and Key Learning Objectives
TASIS England Summer School TASIS English Language Program (TELP) Description of Levels and TELP Level Descriptions There are 6 levels of instruction, ranging from classes to serve those with very basic
More informationTExES English as a Second Language Supplemental (154) Test at a Glance
TExES English as a Second Language Supplemental (154) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources.
More informationCourse Description \ Bachelor of Primary Education Education Core
Course Description \ Bachelor of Primary Education Education Core EDUC 310 :Foundations of Education in Qatar and School Reform : This course has been designed to acquaint the learners with the progress
More informationMuhammad Ali Presents Go the Distance! Aligns to Title I, Part A. June 2007 1
11 Muhammad Ali Presents Go the Distance! Aligns to Title I, Part A The purpose of Title I, Part A Improving Basic Programs is to ensure that children in high-poverty schools meet challenging State academic
More informationNovice Experienced Expert a. Understands the importance of ABE, ASE, and ESOL at the personal and program level. X X X
Complete Draft 1 through 5 Rhode Island Adult Education Practitioner Standards for Instructors 9-12-12 Definitions: Expert Teachers Expert teachers have the capacity to teach from the heart as well as
More informationWorkshop 6 Conversations Among Writing Peers
Workshop 6 Conversations Among Writing Peers Video 11: Conversations Among Writing Peers Video 12: Peer Conferences How can peer conferences help students in grades 3 5 become better writers? In this workshop,
More informationNational assessment of foreign languages in Sweden
National assessment of foreign languages in Sweden Gudrun Erickson University of Gothenburg, Sweden Gudrun.Erickson@ped.gu.se The text is based on a summary of a presentation given at the FIPLV Nordic
More informationCALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE)
CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) The Teaching Performance Expectations describe the set of knowledge, skills, and abilities that California expects of each candidate for a Multiple
More informationComparison of Computer Assisted Language Learning Software before Investment Dinçer Biçer [1], Ramazan Şükrü Parmaksız[2]
Comparison of Computer Assisted Language Learning Software before Investment Dinçer Biçer [1], Ramazan Şükrü Parmaksız[2] [1] Bülent Ecevit University Email: dincer.bicer@gmail.com [2] Bülent Ecevit University
More informationIntegrating Reading and Writing for Effective Language Teaching
Integrating Reading and Writing for Effective Language Teaching Ruwaida Abu Rass (Israel) Writing is a difficult skill for native speakers and nonnative speakers alike, because writers must balance multiple
More informationDynEd International, Inc.
General Description: Proficiency Level: Course Description: Computer-based Tools: Teacher Tools: Assessment: Teacher Materials: is a multimedia course for beginning through advanced-level students of spoken
More informationTransportation: Week 2 of 2
The Minnesota Literacy Council created this curriculum with funding from the MN Department of Education. We invite you to adapt it for your own classrooms. Beginning Level (CASAS reading scores of 181-200)
More informationThe Writing Process: A Scaffolding Approach
The Writing Process: A Scaffolding Approach Differentiating writing instruction for a population of diverse learners may sound difficult; but, it does not have to be. Scaffolding is one process that allows
More informationWRITING A CRITICAL ARTICLE REVIEW
WRITING A CRITICAL ARTICLE REVIEW A critical article review briefly describes the content of an article and, more importantly, provides an in-depth analysis and evaluation of its ideas and purpose. The
More informationHow To Use the Checklist for Evaluating Learning Materials
This document contains both information and form fields. To read information, use the Down Arrow from a form field. Ontario Adult Literacy Curriculum Framework How To Use the Checklist for Evaluating Learning
More informationDOMAIN 1 FOR READING SPECIALIST: PLANNING AND PREPARATION LEVEL OF PERFORMANCE COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT
DOMAIN 1 FOR READING SPECIALIST: PLANNING AND PREPARATION LEVEL OF PERFORMANCE COMPONENT UNSATISFACTORY NEEDS IMPROVEMENT PROFICIENT EXCELLENT 1a Demonstrating Knowledge Of Content And Pedagogy In planning
More informationAssessment of learning outcomes
TOOL 7 Assessment of learning outcomes Life skills education is difficult to assess Assessing the impact of life skills education is difficult, to say the least. Very often, even when education programmes
More informationTo download the script for the listening go to: http://www.teachingenglish.org.uk/sites/teacheng/files/learning-stylesaudioscript.
Learning styles Topic: Idioms Aims: - To apply listening skills to an audio extract of non-native speakers - To raise awareness of personal learning styles - To provide concrete learning aids to enable
More informationBenefits of Using Writing Planet
Cloud-based writing assessment and skills development www.writingplanet.net Urban Planet is a trademark of Urban Planet Mobile. === Writing Planet is a trademark of Measurement Planet, LLC. Measurement
More informationPrimrose Hill Primary School Literacy Policy: A baseline for outstanding practice
.. Primrose Hill Primary School Literacy Policy: A baseline for outstanding practice January 2012 Review date: January 2013 KEY PRINCIPLES Teaching at Primrose Hill is Learning Centred, meaning that each
More informationFACULTY UNDERGRADUATE PORTFOLIO GUIDELINES AND FAQ
FACULTY UNDERGRADUATE PORTFOLIO GUIDELINES AND FAQ INTRODUCTION The construction of an academic portfolio is not simply an account of prior learning. Rather it is, in and of itself, a learning process.
More informationIndiana Wesleyan University Differentiated Lesson Plan Physical Education 2008 NASPE Standards
Indiana Wesleyan University Differentiated Lesson Plan Physical Education 2008 NASPE Standards Assignment Description The Indiana Wesleyan University differentiated lesson plan combines elements of the
More informationEvaluating teaching. 6.1 What is teacher evaluation and why is it important?
6 Evaluating Just as assessment that supports is critical for student, teacher evaluation that focuses on providing accurate evidence of practice and supports improvement is central for teachers. Having
More informationNUNAN, David (ed.) Practical English Language Teaching International Edition 1 st Edition Singapore: McGraw-Hill, 2003, 342 p.
Available online at: http://ijrte.eab.org.tr/1/1/ayilmaz_stekir.pdf http://eab.org.tr Educational Research Association The International Journal of Research in Teacher Education 2010, 1(1):65-72 ISSN:
More informationTEXAS RISING STAR WEBINAR SERIES: CURRICULUM AND EARLY LEARNING GUIDELINES RECORDED OCTOBER 29, 2015 NOTES
TEXAS RISING STAR WEBINAR SERIES: CURRICULUM AND EARLY LEARNING GUIDELINES RECORDED OCTOBER 29, 2015 NOTES The topics that will be addressed during these webinars include: 1. The General Overview: Curriculum
More informationMateri Kuliah TEFL Methodology (PEN 401) 4 SKS Ari Purnawan Learning difficulty 1.Learning difficulties are problems that affect the brain's ability to receive, process, analyze, or store information.
More informationGoals, Outcomes, & Performance Criteria
Goals, Outcomes, & Performance Criteria Based on the standards set forth by the professional organization, Teachers of English to Speakers of Other Languages, Inc. (TESOL*), the Goals and Standards are
More informationLesson Plan. Preparation
Statistical Process Control (SPC) Tools: Gantt Chart Manufacturing Engineering Lesson Plan Performance Objectives After completing this lesson, students will be able to discuss the purpose of using a Gantt
More informationThe Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation
The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation Executive Summary Professor Steven Higgins, ZhiMin Xiao and Maria Katsipataki School of Education, Durham
More informationTeachers' Perspectives about the Effect of Tawjihi English Exam on English Instruction at the Second Secondary Stage in Jordan
Teachers' Perspectives about the Effect of Tawjihi English Exam on English Instruction at the Second Secondary Stage in Jordan Dr. Mohammad Abd Alhafeez Ali Ta'amneh Assistant Professor of Teaching English
More informationCHARACTERISTICS FOR STUDENTS WITH: LIMITED ENGLISH PROFICIENCY (LEP)
CHARACTERISTICS FOR STUDENTS WITH: LIMITED ENGLISH PROFICIENCY (LEP) Research has shown that students acquire a second language in the same way that they acquire the first language. It is an exploratory
More informationLesson Plan Cover Page
Lesson Plan Cover Page Name: Mehmet DURMAZ Date: May 9 th, 2013 Time: 10:40-11:30 Level: :Pre-intermediate Length of lesson: 50 mins Main focus of lesson: Reading a text related to birth order skills /
More informationComputer Assisted Language Learning
Computer Assisted Language Learning!" # $ % &'$#($ Abstract $$ $ $ "$"" " "$ $ $ # "$ ( '$$ $ $ " " '' $ $" $ # $"$'" "" '"$' "$$ ) "*$"" +$# "$",-+../$ $$ # "-+..'$' "# "#$ " $$0#$$"$ $""-+.. $ Key words:
More informationFacilitator: Dr. Mervin E. Chisholm h Manager/Coordinator, IDU
Developing Your Course Outline Facilitator: Dr. Mervin E. Chisholm h Manager/Coordinator, IDU What Will We Be Doing Today? Use instructional design models and to decide on appropriate it approaches to:
More informationGreystone College TESOL FAQs
Greystone College TESOL FAQs 1. What s the difference between TESOL, TESL and TEFL? The basic teaching skills for all of the above are the same; the difference between the names relates to where you are
More informationTowards Reflective Teaching
The Teacher Trainer Back Articles Saved from: http://www.tttjournal.co.uk Towards Reflective Teaching by Jack C. Richards Department of English, City Polytechnic of Hong Kong Most teachers develop their
More informationSJO GLOSSA ul. Dietla 103 31-031 Kraków, Polska tel +48 12 429 40 51 info@glossa.pl www.polskikrokpokroku.pl
Polski krok po kroku will immerse you in the Polish environment and you will have no choice but to use Polish all the time, in all types of everyday situations. Together with a group of friends from different
More informationThe National Reading Panel: Five Components of Reading Instruction Frequently Asked Questions
The National Reading Panel: Five Components of Reading Instruction Frequently Asked Questions Phonemic Awareness What is a phoneme? A phoneme is the smallest unit of sound in a word. For example, the word
More informationSTANDARDS FOR ENGLISH-AS-A-SECOND LANGUAGE TEACHERS
STANDARDS FOR ENGLISH-AS-A-SECOND LANGUAGE TEACHERS Introduction The English as a Second Language standards describe the knowledge and skills that beginning teachers must have to meet expectations for
More informationAbstract. The checklist in this article provides educators with a valuable tool for evaluating reading
The Reading Matrix Vol. 5, No. 2, September 2005 ESL TEXTBOOK EVALUATION CHECKLIST Joshua Miekley mieklejp@email.uc.edu Abstract The checklist in this article provides educators with a valuable tool for
More informationTOWARDS THE PATHWAYS VISION MODEL OF INTRODUCTORY ACCOUNTING. Michael S. Wilson, PhD, CPA, CGMA
TOWARDS THE PATHWAYS VISION MODEL OF INTRODUCTORY ACCOUNTING Michael S. Wilson, PhD, CPA, CGMA Associate Professor Metropolitan State University St Paul, MN 55106 Michael.wilson@metrostate.edu (612) 659-7279
More informationHow to Improve Reading Comprehension
How to Improve Reading Comprehension Daniel E. Himes, Ph.D. Virtual Learning Environment Solutions, Inc. July, 2007 Your reading comprehension program should implement a multiple-strategy approach using
More informationPaterson Public Schools Bilingual /ESL Department 133 Ellison Street Paterson, NJ 07505
ELEMENTARY BILINGUAL INSTRUCTIONAL SETTING English Language Learners (ELLs) participate in the following programs depending on school population and staffing. These programs, inclusive of the 90 minute
More information9 The Difficulties Of Secondary Students In Written English
9 The Difficulties Of Secondary Students In Written English Abdullah Mohammed Al-Abri Senior English Teacher, Dakhiliya Region 1 INTRODUCTION Writing is frequently accepted as being the last language skill
More informationTop 5 Ways to Successfully Integrate Technology in the Classroom. powered by
Top 5 Ways to Successfully Integrate Technology in the Classroom Top 5 Ways to Successfully Integrate Technology in the Classroom Technology is revolutionizing how the world works and how students across
More informationSteps to Becoming an Inclusive Learning-Friendly Environment
Steps to Becoming an Inclusive Learning-Friendly Environment Description of tool: This tool suggests steps that school staff (or a dedicated team) might take to create a more inclusive, learning-friendly
More informationGCSE Film Studies Guidance & Frequently Asked Questions
GCSE Film Studies Guidance & Frequently Asked Questions 1 Exploring genre (Paper 1) Encourage students to be as focused as possible in their examination answers particularly in answers with extended writing.
More information